Pupil Premium


PUPIL PREMIUM STRATEGY STATEMENT           2017 -18                                         ST.BERNARD’S CATHOLIC SCHOOL     

  1. Summary Information

School

St. Bernard’s Catholic Primary School

Academic Year

2016-17 & 2017-18

Total PP budget

£66,000

Date of most recent Pupil Premium Review

Governor Audit April 2

 

Total number of pupils

207

Number of pupils eligible for pupil premium

48

Date of next review of strategy

Date of Impact review

July 2017

 

 

2. Attainment  2016-17

 

 

Pupils eligible for pupil premium  ( school) 2017

Pupils not eligible ( national average) 2016

Pupils eligible for pupil premium ( national average ) 2016

% achieving expected standard in reading  at the end of key stage 2

75%

65%

53%

% achieving expected standard in  writing  at the end of key stage 2

63%

73%

64%

% achieving expected standard in  maths at the end of key stage 2

86%

69%

57%

% achieving standard in reading, writing and maths combined

63%

53%

39%

 

 

3. Barriers to future attainment ( for pupils eligible for pupil premium)

 

Poor language  skills

 

Lack of parental involvement in child’s learning

 

Punctuality/attendance issues

 

Aspirations /expectations

 

Behaviour /attitude to learning

 

Social and emotional difficulties

 

Complex home circumstances

 

 

 

4. Desired Outcomes

Success Criteria

A

Good progress made by all pupils eligible for pupil premium including in the development of language skills

  • All PP children make at least 3 stages of development each year.

 

B

Narrow the gap between pupils eligible for PP and other children

  • % of PP children reaching expecting standard is closer to the % of other children reaching standard ( 2015-16 Pupil premium children  RWM, maths combined  50%, other children 71%

 

 

C

Meet social and emotional needs of PP  children so that they can thrive in the playground and in the classroom.

  • PP children interacting well within social groups
  • PP children less frequently on report
  • PP children becoming more independent over time  from nurture staff
  • PP children able to share feelings and emotions with school staff

D

Increased opportunities and aspirations for PP children

  • Increasing take up of opportunities offered
  • Increase in self-esteem/self-belief of identified PP children

E.

Punctuality/attendance issues

  • Decrease  in the number of PP children who arrive late for school

 

5. Planned expenditure  2017 -18    £58,000

 

 

A & B         TOTAL BUDGET

 

Desired Outcomes

Actions

Rationale

How you will ensure it is implemented well

Staff lead

Evaluation

Good progress made by all PP children

 

 

Narrow the gap between PP and other children

 

 

 

 

Learning environments are appropriate for PP children’s needs

Quality first teaching and accurate assessment highlights areas where more support is needed

 

This is used to plan focused interventions during school time either in a group or 1;1

 

In school intervention used to identify areas where intensive support is needed. This may lead to 1;1 tuition after school.

 

Establish additional nurture/academic class to support learning for those children who struggle within the classroom. Employ teacher part time

Quality first teaching is always the basic requirement for any child.

 

Intervention has to meet the needs of individual pupil.

Where general intervention /booster is not sufficient, more focused 1;1 may be needed.

 

 

PP Children who can’t access quality first teaching within the classroom – are provided with alternative teaching environments where they are more likely to thrive.

 

 

Pupil progress meetings

 

Entry and Exit assessments

 

Monitoring plans/assessments and annotations.

 

 

MB 

RT

 

 

 

CT and TA

 

TA

MB

 

 

MB  RT  HS

 

C   TOTAL BUDGET  behaviour/social/emotional development         £32, 568

Meet social and emotional needs of PP  children so that they can thrive in the playground and in the classroom.

Nurture support sessions where required

 

 CANW therapy sessions for targeted pupils

 

Family support through STAF or CAF

 

Involving other agencies

 

Nurture manager to lead.

 

 

If BES difficulties, learning and social development will be hampered.

 

Some children have emotional/mental health issues and need support so they can thrive.

 

Some families can be experiencing difficult circumstances- that are affecting child’s development.

Nurture room reports

 

Behaviour reports

 

Play therapy reports

 

TAF reviews

 

 

TAF reviews

HS

 

 

MB

 

D.  Opportunities  TOTAL BUDGET   £3,000

Increased opportunities and aspirations for PP children

Provide funded opportunities in a variety of areas:

  • Guitars
  • Drums
  • Dance
  • gymnastics
  • Fencing
  • Football
  • Cultural visits
  • Meeting people who have achieved.

 

If children don’t have aspirations – they are less likely to try.

 

We want to provide children with goals, reasons to try, self-belief and resilience.

 

Monitor the take up of activities

 

 

Talk to children about their hopes, dreams and goals

 

 

 

RT

 

MB

 

E. Punctuality/attendance issues TOTAL  BUDGET   ( included in C budget – nurture manager )

Pupil premium children having good attendance and arriving at school at the right time.

Nurture leader speak to parents about any concerns

Nurture leader monitor punctuality for PP children

Ladder to escalate procedures if there is no improvement  - see policy

 

 

Attendance is good for PP children, however punctuality can sometimes be an issue.

 

If a child misses the start of the day – it matters – emotional impact as well as missing learning

 

Attendance reports

 

 

HS

 

 

REVIEW OF EXPENDITURE 2016 -17 (to be completed July 2017)

Desired Outcomes

Actions

Estimated impact

 

Good progress made by all PP children

 

 

 

Narrow the gap between PP and other children

Quality first teaching and accurate assessment highlights areas where more support is needed

 

 

 

This is used to plan focused interventions during school time either in a group or 1;1

 

 In school intervention used to identify areas where intensive support is needed. This may lead to 1;1 tuition after school.

Good progress made by PP children

 Reading, Writing and Maths.

Data to be added in October.

 

 

Gap narrowed significantly

Maths PP 86% Non-DAPS 88%

Reading DAPS 75% non-DAPS  82%

Writing DAPS 63% non-DAPS 82%

Gaps significantly smaller than previous year.

 

Meet social and emotional needs of PP children so that they can thrive in the playground and in the classroom.

Nurture support sessions where required

 

 CANW therapy sessions for targeted pupils

 

Family support through STAF or CAF

 

Involving other agencies

 

Nurture manager to lead.

PP children increased aspirations& self-image.

 

Self-confidence & resilience increased.

 

Desire to achieve increased – good attitudes to learning.

 

 

 

Increased opportunities and aspirations for PP children

Provide funded opportunities in a variety of areas including :

  • Guitars
  • Drums
  • Dance
  • gymnastics
  • Fencing
  • Football
  • Cultural visits
  • Meeting people who have achieved.

 

 Children had increased opportunities, developed pride and belief/self-esteem.

 

This had a positive impact on behaviour, attainment and relationships

 

Pupil premium children having good attendance and arriving at school at the right time.

Nurture leader speak to parents about any concerns

Nurture leader monitor punctuality for PP children

Ladder to escalate procedures if there is no improvement  - see policy

 

Attendance of PP children continued to improve.

 

Any additional details